Tec mty guadalajara-power-bertrand-caron-11-03-11

Designing
Sustainable Online Learning:
an international perspective

Dr. Michael Power

Campus Guadalajara

QUEBEC CITY – 2008 = 400th

www.ulaval.ca

16-01-07

LAVAL UNIVERSITY – QUEBEC CITY, CANADA
• 2ND OLDEST in CA‐
USA after Harvard
• +35 K students
• Top 10 in Canada
• French‐language
university

www.ulaval.ca

16-01-07

WHY ONLINE LEARNING?
• WORLD‐CLASS EXPERTISE
(1,400 PROFESSORS)
• LARGE UNIVERSITY,
SMALL CITY
• MANY UNMET NEEDS
REGIONALLY,
NATIONALLY AND
INTERNATIONALLY
• NEED FOR OUTREACH
• VIRTUALLY UNLIMITED
www.ulaval.ca
POTENTIAL FOR GROWTH
ONLINE
16-01-07

Higher Education

Hundreds of years of tradition…
http://tenthmedieval.files.wordpress.com/2008/05/lecturing‐778306.jpg

Higher Education in the 21st century:
Major Studies, Major Trends

http://www.flickr.com/photos/webmonk/1470292918/

STUDIES

UNESCO
To remain human and liveable, knowledge societies
will have to be societies of shared knowledge.
2005

…every four years the amount of information
available in the world doubles…

…it is projected that by 2020 knowledge will
double every 73 days!
up‐to‐date scientific knowledge and technology...
http://portal.unesco.org/ci/en/ev.php‐URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html

2009!

Important
Study on Online
Learning

US Department of Education 2009

1,000 empirical studies later...

…on average, students in online learning
conditions performed better than those
receiving face‐to‐face instruction. (…)
… positive effects associated with
blended learning

2010!

Important Study MARCH 2010
The National Educational Technology
on Educational Plan (NETP)
Technology:
aims at a revolutionary transformation rather than
small, gradual changes…

US Department of Education 2010

…disruptive innovation... a process by which a
sector that has previously served only a limited few
…(…)… is transformed into one whose products and
services are simple, affordable, and convenient...

http://www.americanprogress.org/issues/2011/02/pdf/disrupting_college_execsumm.pdf

Online learning is sweeping across America. In the year 2000,
roughly 45,000 K–12 students took an online course.
In 2009, more than 3 million K–12 students did.
http://www.innosightinstitute.org/media‐room/publications/education‐publications/the‐rise‐of‐k‐12‐blended‐learning/

21st century readiness for every student

Traditional Universities
must CHANGE NOW
http://us.123rf.com/400wm/400/400/domenicogelermo/domenicogelermo0810/domenicogelermo081000060/3706694.jpg
http://images.google.ca/

Shaping From scholars on foot…
The MIND

ejmas.com

Shaping From scholars on foot…
The MIND
to scholars online

ejmas.com

www.obhe.ac.uk

Transnational education

D. Olcott

DEMAND
THE
GAP

SUPPLY

Don Olcott CE OBHE http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf

A worldwide problem
A worldwide problem

OBHE –Olcott/Hanna

Rosovsky (2005):
“By 2010, there will be a hundred million
students in the world fully qualified to
proceed from secondary education to tertiary
education for which there will simply be
no room on any campus, anywhere”.

Teacher Education through
Open & Distance Learning (09‐10)

“It is now clear that “bricks and
mortar” approaches to expanding
teacher education may not be
adequate if the current and
projected shortfalls in teacher
supply and low teacher quality are
to be properly addressed”.

ON‐CAMPUS TEACHING
A tradition continues…

30

ON‐CAMPUS TEACHING
A tradition continues… one of EXCLUSION…

If we, as faculty, do not redesign our
31 university, who will?

Online Graduate Studies… world‐wide

Asynchronous Synchronous
tools tools

© M. Power 2008

Aligning Research Centers and Graduate Programs

http://sites.google.com/site/changchienlily/BlankWorldMap.gif

Latin America
and Québec
Synchronous
Communications

1 1

Achieving
Sustainable Online Learning

The challenge of sustainability

• Maintaining or increasing QUALITY
• Increasing ACCESSIBILITY
• Decreasing COST

HOW DO WE DO THAT?
WHAT HAVE WE DONE THUS FAR?
WHAT HAS WORKED and WHAT HASN’T?

Daniel’s “Iron Triangle”

ACCESS QUALITY Sir John Daniel termed
the three variable-
based triangle
Current effect, the
State IRON TRIANGLE

COST
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Optimizing Higher Education

ACCESS QUALITY ACCESS QUALITY

Desired
Current State
State

COST COST

Increase Accessibility?

the three variable-
based triangle
Current effect, the
State IRON TRIANGLE

COST

Increase Accessibility? =
increase Cost & lower Quality

the three variable-
based triangle
effect, the
IRON TRIANGLE

COST

Increase Quality?

the three variable-
based triangle
Current effect, the
State IRON TRIANGLE

COST

Increase Quality?
= increase Cost & lower Accessibility

the three variable-
based triangle
effect, the
IRON TRIANGLE

COST

Lower COST?

the three variable-
based triangle
Current effect, the
State IRON TRIANGLE

COST

Lower COST?
= lower Accessibility & lower Quality

the three variable-
based triangle
effect, the
IRON TRIANGLE

COST

BREAKING OUT OF THE “Iron Triangle”
ACCESS QUALITY

COST

ACCESSIBILITY
STUDENTS

Main Main
priority priority

ADMIN FACULTY
COST‐ QUALITY
EFFECTIVENESS Main
priority Power, 2010

STUDENTS

ADMIN FACULTY

Traditional, campus-bound studies

Up to post-WWII,
very few changes Quality
after 700 years Overriding value
of existence
(Keegan, 1996).

•Elitist & Accessibility
Traditional Not a value
undemocratic
Universities
•Incompatible
with emerging
post-WW2
values/needs
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

Traditional, campus-bound studies

Post- WW2:
need for expansion
Quality
of the university Diminishing value

system

Accessibility
Traditional Overriding value
Universities


STILL A QUALITY LEARNING EXPERIENCE?

http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png

The emergence of Distance Education
Distance Education addressing

Accessibility
Main value

+
Quality
Sustained value



The emergence of Distance Education
Distance Education addressing
- MAINLY UNDERGRADUATE
- Negligible impact Accessibility
Main value
- Never went
mainstream
(Moore & Kearsley,
2004)
+
Quality
Sustained value

Open/Dist. Traditional Universities
Universities
COST-EFFECTIVENESS http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

The emergence of Online learning
Distance Education Online Learning
-Low regular COST-EFFECTIVENESS
Overriding value
faculty
participation
(Shea, 2005;
Sammons & Ruth,
+
2009)
Accessibility
-System within a Parallel value
system

becoming Dual-Mode Universities

The emergence of Blended Learning
Online Learning Blended Learning
- Exerting a stronger influence COST-EFFECTIVENESS
Overriding value
CAMPUS ONLINE
DUAL-MODE
UNIVERSITY

PC
One week on ICT
Back ‘n forth Accessibility
One week off Diminished
value

(Harasim, 2000; Seaman & Allen, 2008)

HOW DO WE BALANCE THESE VALUES?

STUDENTS
Accessibility
Overriding value

ADMIN FACULTY
COST-EFFECTIVENESS Quality
Overriding value Overriding value


Accessibility, Quality and Cost‐
effectiveness meet up
SYNCHRONOUS ASYNCHRONOUS

+
SDC LMS
COURSE ACCESS

© M. Power 2008

A Blended Online Learning Environment

…is the simultaneous and complimentary
integration and implementation of an
asynchronous ‐mode learning environment (i.e.
a course management system, or CMS) and a
synchronous desktop conferencing
environment” (i.e. a virtual classroom).

Power, 2008; inspired by Garrison & Vaughan, 2008

Virtual Classroom + Basic Web Site

webcam

Virtual classroom LMS
SYNCHRONOUS ASYNCHRONOUS
Power, 2008

SO, does BOLD balance the 3 values?
• FACULTY/QUALITY: virtually same learning
experience as F2F + lower front‐end design,
faster start‐up = higher faculty buy-in;

http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg

• STUDENTS: ACCESSIBILITY: all online + higher
interaction  & lower isolation levels  =
lower W‐DO rates, higher satisfaction levels;


• STUDENTS: ACCESSIBILITY: all online + higher
interaction  & lower isolation levels  =
lower W‐DO rates, higher satisfaction levels;
• ADMIN: COST‐EFFECTIVENESS: lower start‐up costs;
higher off‐campus student enrolment levels =
higher effectiveness (outreach) without greater cost


BOLD Research and Researchers

Instructional Design Distance Education/
& Online Learning/
Technology Blended Learning

BOLD
FACULTY GRADUATE
DEVELOPMENT STUDIES

ARE YOU A BOLD RESEARCHER?

ENGLISH‐language network
BOLD International Research Network

Dual‐mode universities
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

www.bold‐research.org

FRENCH‐language network
E‐learning intégral (synchrone et asynchrone)

Carroll‐Ann
Keating
&
Richard
Lemay

Universités bimodales


SPANISH‐language network
Red de investigación hispanófono - design de enviros
de aprendizaje en línea en modo integral

Fabio
Suarez

Universidades bimodales



QUEBEC & VERACRUZ… JUST ONE HOUR AWAY!

Synch
comms

MORE ON BOLD
• Power, M. & Gould‐Morven, A. (2011). Head of gold, feet of clay: the online
learning paradox. International Review of Research on Open and Distance
Learning. Vol. 12 (2). www.irrodl.org

• Power, M. & Vaughan, N. (2010). Redesigning online learning for
graduate seminar delivery. Journal of Distance Education, Vol. 24 (2).
http://www.jofde.ca/index.php/jde/article/view/649

• Power, M. (2009). A Designer’s Log: Case Studies in
Instructional Design. Athabasca University Press.
http://www.aupress.ca/index.php/books/120161 .

• Power, M. (2008). The emergence of blended online
learning. MERLOT‐Journal of Online Learning & Teaching
4 (4). http://jolt.merlot.org/vol4no4/power_1208.htm

Sustainable Online Learning:
an international perspective

Louise Bertrand, Ph.D.
Télé‐université
Université du Québec à Montréal
bertrand.louise@teluq.uqam.ca
81

Three parts :
Why Dual‐Mode Universities?

Creation of a Dual‐Mode U. through the of a Traditional
University and a Distance Education University;

Ongoing Research.

82

Major Social Changes including :
Decrease in the power of governments;

Shrinkage in funding;

Quest for economic viability;

Pervasivness of consumerism and individualism;

And above all…
83

Development of ICT
Universal access to information and knowledge;
Internet‐based openess and collaboration for knowledge
production;
Existence of multiple networks – continually evolving
relationships;

Profound changes in the way we learn and
process knowledge

84

Relationship to knowledge:

This relationship is the mission of all universities to
establish between a subject (the student) and a body of
scientific knowledge, soft skills and hard skills by
employing all the means at its disposal to ensure the
success of this relationship.

85

New generations of students :
Developing a multitude of individual activities supported
by technologies that allow students to be and to act, by
and for themselves, in cyberspace, irrespective of physical
location;

Finding answers to the majority of their questions on the
Internet. Expect Universities to provide immediate
information processing;

Have grown up with ICT. They are deeply embedded in
their cognitive processes.
86

What does this mean for Universities?

Finding the means (the method) to allow students to
acquire knowledge and to give it meaning, by making the
most of the students’own strengths through an optimal
combination of methods.

Providing a relationship to knowledge that is efficient,
relevant and stimulating to promote a real acquisition of
knowledge by students

87

Does attaching ICT to traditional teaching
methods really afford students with the full
advantages of dual‐mode integration?

88

Creating a Dual‐Mode University in
Québec : a twofold goal
Facilitating access to university education
by broadening the range of distance
learning offerings;
Expanding and enhancing teaching
methods.

89

Advantages for both universities :
Télé‐université : Support of a large campus‐
based university

UQAM : Means to expand its teaching beyond
Montreal campus

90

A promising union…

Optimal development of distance teaching and
university teaching in Québec;

Experimental academic management
framework.

91

A considerable challenge…
Two highly different infrastructures and operating
systems;

Growing resistance from UQAM’s faculty as their financial
problems were growing;

Major financial and political crisis at UQAM in 2006 let to
an unexpected change of management in early 2007.

New leadership’s lack of interest.

92

External expert’s conclusion :

« (…) the main items were already resolved (…) it was
a good project and well thought out; academically,
the thinking was very advanced; it has been the
subject of systematic consultations, capably
conducted and with convincing results. »

93

Sine qua non conditions
A clear awareness and vision of the profound changes
facing the university as an institution in 21st century
society.
A strong political will : Management must support the
mobilization of the community to this end.
Faculty members themselves must support and
accomplish this transformation.
Mutual respect for the differences inherent in two
complementary teaching modes.
Incentives for improvement and expansion.
94

Ongoing research :

Operational Characterization of a Dual‐
Mode University

95

Our goals :
Explore the main issues in management and
governance;

Propose approaches and tools.

96

Revisit our modes of operation:
Functions and roles of professors;

New skills and techno‐pedagogical functions;

Management and governance models adapted.

97

Claude Caron
Université Laval/Téluq

Contents
Who are the millenials?
Comparisons with other generations.
What are their effects on teaching and
management?

Claude Caron ‐ 03/2011 100

Generations
Age Born
Silent Gen 67 and more Before 1944

Boomers 47‐66 1945‐1964

X 32‐46 1965‐1979

Millenials 11‐31 1980‐2000


Some characteristics of generations
Silent Gen: loyalty, authority, faith in the
institutions, common goal‐oriented
Boomers: influential (numerous), importance of
career, status, hierarchy, processes
X: skeptical, independent / autonomous, skill‐
valuing, well educated
After the boomers’ wave


Millenials
Different names:
Y: Why, ask questions
C: Communicate, collaboration, create
F: Facebook, linked, wired
Net generation


Millenials
(Values, characteristics)
Selectivity: having the choice
Negociation, Impatient
No tolerance for delay
Personalisation and customisation:
To meet their changing needs, interests and
tastes
Digital natives, Gamers, Experiential
learners

Millenials
(Values and characteristics)
Pragmatic:
Practical; results & achievement‐oriented
Nomad communication style
Multitaskers
The importance of:
Balanced life (work vs personal)
Collaboration
Intelligence
Working smarter not harder
Flexibility/convenience
Thinking outside the box

Millenials
Seniority is no longer important:
What counts is competency;
Earnings should depend on results, not on seniority
Commitment instead of faithfulness:
Will get involved if they have the conditions which they
require: flexibility, responsibility, challenge


Millenials

Are allergic to authority and control.
On the importance of working
relationships.
‘If we can’t find pleasure in our work, we
have to at least find it in the office’.


Millenials
Confident
Connected
Open to change


Effects on the relationship with knowledge
Professor is no longer the only one who knows
Change in relationship with students
A relationship based on authority is replaced by one of
collaboration in the co‐construction of knowledge
Students increasingly want to be active in their
studies
They ask for and need supervision
Also in their use of Internet for educational purposes


Effects on the relation with knowledge
“Students live online; our classes need to live there as
well. Students’ technological preferences show that
traditional classroom lessons might soon be a
campus relic. “Lectures need to transform into
brainstorming sessions, and textbooks need to move
online to take advantage of the wealth of resources
available there.”

Ken Baldauf, director of Florida State University’s
Program in Interdisciplinary Computing


Generation Gap

http://lagenerationy.com/

Generation Gap


Effects on organisational
management
Some managers are disturbed and feel
threatened by the behaviour of
Millenials:
Ys tend to ask questions about why
things are the way they are


management
They insist on transparency:
They don’t understand why organisations hide
information
Anyway, they will talk about everything in social
networks:
Facebook
Ratesmyteachers, Ratemyprofessor


management
Hamel (2010) thinks that Ys represent the best
hope for creating new practices in management;
This generation is more influential than the
previous;
The Y generation is in harmony with changes
brought about by the network society


Hierarchy to Wirearchy
A new division of work founded on the
qualities / capacities of every employee
rather than on the organization of tasks.
(Castells, 1998)
A dynamic two‐way flow of power and
authority based on information, knowledge,
trust and credibility, enabled by
interconnected people and technology
(Cartier et Husband, 2010)


Hierarchy to Wirearchy
« Today's rapid flows of information are like
electronic grains of sand, eroding the pillars
of rigid hierarchies. This new set of
conditions is having real impact on
organizational structures and on the ways
we do things and behave. »
(Cartier and Husband)


Quotations
« New technologies are leading to major structural
changes in the management and organization of
teaching. »
A.W. Bates
(Managing technological change)

« If you don't try new work models now, when your
organisation is finally forced to change, you may not
like the options. »
Harold Jarch


Inspiring videos
On You Tube:
A Vision of Students Today
Pay Attention

The World Is Obsessed With Facebook
http://vimeo.com/20198465


References
On generations and demographics:
The Center for Generational Studies
David K. Foot: Boom, Bust & Echo
Educause: www.educause.edu
Articles on Internet (Google)
Millenials in education
Millenials Behaviors and Higher Education Focus Group
Results
Fred Bonner Lecture on Teaching Millenials in Higher
Education
Technology a key for students with hectic schedules

References
On management:
Gary Hamel: The Future of Management
http://www.garyhamel.com/
Harold Jarche: http://www.jarche.com/
On the Network society:
Manuel Castells:
http://www.manuelcastells.info/en/index.htm
On Wireharchy:
http://www.wirearchy.com/what‐is‐wirearchy/


Tec mty guadalajara-power-bertrand-caron-11-03-11

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